谈初中数学应用题的分类

初中数学应用题主要有：不等式应用题、方程应用题、一次函数应用题、二次函数应用题、统计应用题、几何应用题等。就这几年中考数学试题中的应用题来说,各种题型都有出现,涉及背景问题有行程问题、增长率问题、东西部人均收入差距问题、用车费用问题、商品打折问题、广告印刷问题、拱桥、隧道设计问题、小区规划问题、储蓄问题、     

表格法速解初中数学应用题

初中数学应用题题型分类繁多,如工程问题、行程问题、增长率问题、东西部分人均差异问题、用水用电问题、商品打折问题、广告印刷问题、草坪规划问题、储蓄问题、利润问题等等,对于初学者来说,要解题首先必须学会"寻找等量关系",但第一,等量关系在哪里呢?第二,当问题背景涉及到多人、多时、多     

高阶思维能力培养,问什么

培养学生高阶思维能力的关键是问题,什么样的问题才能体现高阶思维的分析、评价和创造?本文主要从元问题、原始物理问题、探究性问题、争辩性问题、易错问题、疑惑问题、想象性问题和场景回构问题等八种问题进行分析,并辅以案例进行了说明。     

高考数学中探索性问题处理策略

探索性问题,是从高层次上考查学生创造性思维能力的新题型,探索性问题一般可以分为：探索条件型问题、探索结论型问题、条件重组型问题、判断存在型问题、规律探究型问题、实验操作型问题等,由于篇幅所限,下面只对探索条件型问题、判断存在型问题、规律探究型问题进行考虑．     

初中数学应用题类型浅谈

初中数学应用题主要有：方程应用题、不等式应用题、一次函数应用题、二次函数应用题、统计应用题、几何应用题等。就这几年中考试题中的应用题来说，各种题型都有出现。涉及背景问题有行程问题、增长率问题、东西部人均收入差距问题、用车费用问题、商品打折问题、广告印刷问题、拱桥及隧道设计问题、小区规划问题、储蓄问题、环境污染问题、铺地...     

创设问题情境七法

实施探究学习,需要创设问题情境.创设问题情境有七种方法:疑难性问题情境、创新性问题情境、开放性问题情境、争论性问题情境、求异性问题情境、悬念性问题情境、程序性问题情境。     

初中物理问题导学式教学的探索与研究——以《物体的浮与沉》为例

问题导学式教学是根据学生学情、教学目标、教学内容制定的、以问题牵引、问题引导、问题解决为主要方式的教学策略:主要设计思路是问题设置、提出问题、问题探究、问题解决和实际应用;实践研究表明:实施问题导学式教学,设计系列的学生活动、设置系列的问题串,采用实验探究的方式解决问题,是培养学生在活动中产生问题、在探究中解决问题的有效策略。     

“问题管理”初探--以湖南省吉首市第二小学为例

伴随教育体制的变革、办学自主权的扩大,教学管理中出现的问题也越来越多,基于问题解决的“问题管理”也就应运而生。近年来,湖南省吉首市第二小学从问题人手,以问题为中心对学校实施管理,我们称它为“问题管理”,收到了良好的效果。问题管理的基本流程是：问题征集、问题整理、问题征解、问题论证、问题管理、问题管理评价。     

递进式问题链的教学设计与应用

基于问题导向的教学思想,设计具有逻辑关联、螺旋上升的递进式问题链,有助于学生在体验、探究、逐层推进学习的过程中,获得知识和能力.递进式问题链由情境性问题、体验性问题、技术性问题、探究性问题、应用性问题和延伸性问题等构成.在实践应用中,递进式问题链的设计要“瞻前顾后”,递进式问题链的生成具有开放性,问题的呈现要重视情境性和生活化.     

问题为主线 能力为目的——提高“问题解决”能力的几点做法

"问题解决"是以问题为主线、以诱发问题意识为前提、以拓展问题策略为核心、以强化问题应用为中介、以培养"问题解决"为目的,从而提高学生问题解决的能力。它是学生积极主动地提出问题、分析问题、解决问题,通过自身的情感体     

变分不等式问题的LP-适定性

LP-适定性在研究各类最优化问题和变分不等式问题的算法以及算法的收敛性中有很重要的作用．本文给出了一类通常意义下的变分不等式问（VIP）LP-适定性．     

A TYPOLOGY OF CHILD SCHOOL BEHAVIOR: INVESTIGATION USING LATENT PROFILE ANALYSIS AND CLUSTER ANALYSIS

To describe and facilitate the identification of child school behavior patterns, we developed a typology of child school behavior (ages 6–11 years) using the norming data (N = 2,338) for the second edition of the Behavior Assessment System for Children Teacher Rating–Child form). Latent profile analysis was conducted with the entire data set, whereas cluster analysis was conducted within each latent profile. The resulting classification system included three latent profiles: (a) Adequate Adjustment (AA), (b) Mild Adjustment Difficulties (MAD), and (c) Functionally Impaired Adjustment (FIA). The AA latent profile included the (a) Well‐Adapted, (b) Average, and (c) Worry clusters. The clusters identified within the MAD latent profile were (a) Academic Problems, (b) Physical Complaints, (c) Disruptive Behavior Problems, and (d) Internalizing Problems. Finally, the FIA latent profile comprised the (a) Clinical Problems–External and (b) Clinical Problems–Internal clusters.     

Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades

Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students’ early difficulties with behavioral, social, and academic engagement.     

心路历程-问题

Dear Friends, This column,the ninth in our series,deals with Prob—lems.These should be familiar to all of us.Problems are im-portant ingredients1 in our existence.If there were no problems,every day would end at the moment we awake in the morning.Therewould be no meal times,no work times.no leisure time2.Problemsprovide the stimulin3 that add substance and excitement to our lives. Problems can be our best friends.They stimulate our imaginationand challenge our assumptions4.We would be lonely without them.Aworld without problems would be a dull,predictable,and emptyplace.Problems are as indispensable as air!     

BOOK REVIEWS

Book reviewed in this article:
A Survey of Recent Research in Special Education Cyril Cave, Pamela Maddison
Spit Once for Luck John Swain
Ten Years On Gordon Bland
Reading Problems. Identification and Treatment Peter Edwards
Teaching Children with Learning and Behaviour Problems Donald D. Hammill, Nettie R. Bartel
Educational Assessment of Learning Problems: Testing for Teaching Gerald Wallace, Stephen C. Larsen
The Special Children Nancy C. Schumacher
Sharing Sounds—Musical Experiences with Young Children David Evans
A Mentally Handicapped Child in the Family Mary McCormack
Linguistic Investigations of Aphasia Ruth Lesser
Psychological Management of Paediatric Problems, Vols. I & II Phyllis R. Magrab (ed.)     

“三农”问题研究要有新的理论生长点

“三农”问题研究要在以往已取得成就的基础上,继续深化、拓展和创新,必须找到新的理论生长点。将“三农”问题置于诸种“关系”中研究,结合新的重大社会实践研究“三农”问题,整合多学科力量研究“三农”问题,是推进“三农”问题研究的三个新的理论生长点。     

Construct validity of the adjustment scales for children and adolescents and the preschool and kindergarten behavior scales: Convergent and divergent evidence

Construct validity (convergent and divergent) of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) and the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994a) is presented. Regular classroom teachers (n = 38) randomly selected 5‐ and 6‐year‐old children (N = 123) and rated them on the ASCA and PKBS in counterbalanced order. Convergent evidence of construct validity was observed for the PKBS Externalizing Problems scale and the ASCA Overactivity syndrome. Divergent evidence of construct validity was provided for the PKBS Externalizing Problems scale and ASCA Underactivity syndrome. Convergent and divergent evidence of construct validity for the PKBS Internalizing Problems scale and ASCA Overactivity and Underactivity syndromes was mixed. Results were identical to those of Canivez and Bordenkircher (2002). © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 621–633, 2002.     

Table of Contents

Grading Problems in Higher Education Assessment of College Student Learning Purpose Overview and Scope Correlates of College Grades Students Faculty Courses Discipline Institution Reframing the College Grading Problem Guiding Conceptual Framework Consequences of College Grading Problems Reexamining the Empirical Evidence Grade Increase Grade Inflation Grade Compression Grading Disparity Uncovering the Roots Influences on Grade Change Causes of Grading Disparity Causes of Grade Inflation Incentive Matters Searching for Cures Emerging Practices Strategies and Innovations A Shared Responsibility Policy Instruments as a Guide for Policy Design Conclusions and Implications Implications for Research Implications for Practice Diagnostic Method for Grading Problems Appendix: Grading Proposals at Princeton University References Name Index Subject Index About the Author     

新形势下如何加强对"一把手"的监督

提出了在对"一把手"监督工作中存在的问题,并分析了原因,阐明了监督的思路和方法.     

教师对儿童入学准备状况的团体评定

研究采用教师团体评定的方法,发现在入学准备的5个领域中,“学习方式”“情绪和社会性发展”领域存在问题的儿童最多,“身体和运动发展”领域存在问题的儿童较少。“言语发展”和“认知与一般知识”领域存在问题的儿童最少;儿童在“学习方式”领域存在的入学准备问题主要体现在“注意力”“学习主动性”“自省能力”方面;“情绪和社会性发展”领域的入学准备问题主要体现在“与教师交流”和“自拉能力”方面;儿童在“注意力”和“自我反省”两方面的入学准备存在性别差异。